Women and Girls Policy
Principles
The AEU (Victorian Branch):
- Recognises that women and girls continue to experience personal and systemic discrimination in education at the beginning of the 21st century. This policy aims to redress this discrimination in order to create a more inclusive and fairer society for all women and girls in our system.
- Recognises that women and girls are not a homogenous group. Women and girls come from different classes and cultural backgrounds‚ have different sexualities and hold different positions of power in the education area and may have different aspirations. This means some women face greater disadvantage because of the intersection between their gender and these factors. However‚ there are many issues and common ground that women share due to their gender.
- Is committed to equality of opportunity in education programs‚ workforce participation and union involvement to achieve equitable outcomes.
- Recognises the need for positive strategies to address historical and systemic discrimination.
- Recognises that although there are now policies in place which legislate for equality of opportunity and outcomes for women and girls in education systems‚ this aim has not yet been met.
- Considers the societal construction of gender as a major contributor to inequality of opportunity and outcomes.
- This policy recognises that while positive achievements have been made in relation to gender issues by educators‚ educational settings‚ the Departments and by other employer bodies‚ further work still needs to be carried out to ensure both sexes reach their potential as citizens.
Purpose
The aim of adopting this policy is to:
- Provide a clear statement of the AEU (Victorian Branch) position on women and girls in education.
- Encourage educators to develop and implement strategies that will support all areas of women and girls education.
- Produce a useful educational resource for members‚ education systems and the public as to the role that education can play in ensuring equality of opportunity and outcomes for women and girls in education.
- Give a clear focus to areas urgently requiring attention within education systems.
- Provide a tool for social and political action to improve the status of women and girls in education.
Equality of opportunity and outcomes for women and girls in education
All educators must be aware of the role they play in assisting students to reach their full potential. From the pre-school years to the post compulsory years the following factors need to be considered:
- Educator's own attitudes and values.
- Resources used.
- Management of learning environment.
- Positive policies and programs that take into account historical and systemic discrimination.
- Strategies to inform and involve parents in overcoming inequalities.
1. Gender Equity & Construction of Gender
The AEU (Victorian Branch) is committed to promoting gender equity in education settings to bring about a safe and challenging learning environment for all students. The AEU (Victorian Branch) believes that gender equity in education is about improving the educational outcomes for both girls and boys. Gender equity focuses on the development of positive constructions of both masculinity and femininity. These positive constructions should redress the power dynamics‚ which traditionally exist between men and women‚ boys and girls.
The impact that the construction of gender has on equality of opportunity and outcomes in education is acknowledged. This impact must be examined and understood at all levels of educational provision.
Understanding of the process of gender construction is crucial if education settings and systems are to work for equitable and improved educational experiences for girls and boys. Dominant concepts of masculinity and femininity define males and females as opposites by highlighting their differences and assigning them unequal value‚ status and power.
These dominant concepts limit‚ in different ways‚ expectations of girls' and boys' participation in education and post school outcomes. They ignore the way boys and girls actively develop their own concept of what it means to be masculine and feminine and how this may change over time and in different contexts. They also ignore the relationship of gender to other factors‚ such as socio-economic status‚ cultural background‚ disability‚ sexuality and rural/urban location.
The AEU (Victorian Branch) recognises the need for increased support and resources to be focussed in preschools and the early childhood years for gender education. It is in these formative years that young children begin to form constructions of gender and it is critical that educators have support and professional development to assist young children in adopting positive constructions of both masculinity and femininity.
2. System-Wide Resources
2.1 System Response to Gender Equity
In order to address disadvantage faced by girls and women in education‚ the AEU (Victorian Branch) recommends:
2.1.1 the formation of appropriate structures to address issues and resources related to gender equity. Such forums to include Ministerial Advisory Committees‚ Government and Departmental working parties and AEU forums. Such structures would need to address student related issues for girls and young women‚ employment issues for women and cover DHS.
2.1.2 That the AEU pursues‚ where appropriate‚ representation at or on any current or future structures established to address gender issues.
2.1.3 That the AEU ensure that gender equity as a consideration for all working parties and committees.
3. Curriculum‚ Teaching and Learning
3.1 Curriculum Reform
The AEU (Victorian Branch) believes that curriculum reform must be founded on gender equity principles that address the needs of girls and boys‚ women and men.
The AEU (Victorian Branch) recommends that curriculum:
3.1.1 Incorporates the range of experience‚ knowledge‚ skills and aspirations of women and girls as well as that of men and boys;
3.1.2 Acknowledges the position of women as leaders and in positions of influence and power;
3.1.3 Addresses the issues of paid and unpaid work‚ domestic and parenting responsibilities and gives clear understandings about the changing nature of work;
3.1.4 Encourages dialogue and the sharing of ideas‚ beliefs and opinions between females and males‚ females and females‚ and males and males of all cultures so that gender and cultural difference are not barriers;
3.1.5 Encourages both girls/women and boys/men to explore more positive ways of viewing each other and more supportive ways of acting in human relationships;
3.1.6 Acknowledges the power relationships that exist in society and how these are used to control and oppress women and girls;
3.1.7 Explores the impact of media and communication technologies on constructions of gender and body image.
4. Implementing‚ Planning‚ Evaluating and Monitoring of Curriculum
The AEU (Victorian Branch) recommends that in planning‚ implementing‚ evaluating and monitoring curriculum delivery and choice:
4.1 Investigation and research occur into the reasons for‚ and responses to‚ differences in participation and achievement between girls and boys and also for particular groups of girls and boys; for example Aboriginal and Torres Strait Islander students‚ students from diverse cultures and those from low socio-economic backgrounds.
4.2 Investigation and research be conducted into the issues of sexual harassment and homophobia;
4.3 All areas of the curriculum be valued equally regardless of traditional gender participation.
4.4 Identification and implementation of strategies based on the current research into the factors influencing subject choice‚ including vocational education and impact that teachers‚ parents and community attitudes and practices are continuing to have on these choices.
4.5 Girls and boys be equally encouraged to participate in emerging areas of curriculum including information technology‚ civics and citizenship and vocational education and are given the same opportunities to experience the full range of life skills and competencies necessary for adult life;
4.6 Affirmative steps are taken to ensure this equal participation and to ensure that historical forms of sex segregation in subjects do not impact on new and emerging areas of learning;
4.7 Respect for cultural‚ religious and other diversity is shown.
5. Girls at Risk and Girls who Benefit Least From Education
Those students who benefit least from education are those whose backgrounds make them more likely to have special education needs‚ namely students from Aboriginal and Torres Strait Islander backgrounds‚ poverty‚ girls from diverse cultures and students with disabilities.
Students at risk are also those impacted by specific crises that are likely to interrupt their education‚ such as pregnancy‚ abuse‚ eating disorders‚ and homelessness.
Educational institutions can increase this risk by not acknowledging the diverse cultural backgrounds or the unique circumstances of students. Therefore‚ they need to actively embrace diverse cultures and respect and celebrate students' cultures and cultural influences.
The AEU (Victorian Branch) acknowledges that all indigenous students are at risk of missing out on preschool education and leaving school early.
The AEU (Victorian Branch) recommends that:
5.1 Education systems support preschool‚ schools and educational facilities in developing strategies for dealing with‚ identifying and assisting students with these needs;
5.2 Training and development of education workers in appropriate methodologies for dealing with these groups of students;
5.3 Education workers monitor and give attention to the attendance‚ retention and attainment of those categories of girls likely to struggle in their education;
5.4 Pregnant girls are given every support and encouragement to continue their education during pregnancy and following birth.
5.5 Preschool‚ schools and educational facilities adopt diverse strategies that more adequately cater for these students including:
5.5.1 Provision for interrupted attendance;
5.5.2 Flexible assessment procedures and criteria;
5.5.3 Negotiated curriculum plans that cater for the individual needs of students at risk and those who benefit least from schooling;
5.5.4 Partnerships with medical and other professionals working to assist these students;
5.5.5 Care arrangements for student mothers and the children of students (eg breastfeeding and childcare facilities)
6. Organisational Culture
The AEU (Victorian Branch) believes that education workplaces need to be places of celebration‚ participation and democracy and that:
6.1 Gender violence and sex based harassment be eliminated from all educational settings.
6.2 Positive steps be taken to overcome sexual and sex based harassment which continues to occur in schools and educational institutions. These steps include:
6.2.1 The adoption of clear policies opposing such behaviour;
6.2.2 The adoption and promotion of transparent grievance processes;
6.2.3 Regular education programs for students and staff on what constitutes sexual and sex based harassment and the inappropriateness of this behaviour;
6.2.4 Regular education programs for students and staff that are designed to identify how construction of gender and notions of dominant masculinity are linked to inappropriate behaviours;
6.2.5 Working with parent communities to ensure their understanding of the inappropriateness of these behaviours and enlisting their support to overcome them;
6.2.6 The examination of discipline and behaviour management policies and practices regarding the impact that gender construction is having on behavioural difficulties‚ sex based harassment and homophobia.
6.3 Provision of education occurs in an environment safe for all where women and girls can adequately and comfortably attend to their personal needs including menstruation‚ breast-feeding‚ and menopause;
6.4 The unique cultural requirements of indigenous people and people from diverse cultures are considered;
6.5 Specific attention be given to fostering teaching and learning environments that are gender inclusive. This includes challenging disruptive and dominating behaviours of particular groups of students. This may include single sex groupings and/or classes;
6.6 Full participation of all staff and students in decision making occurs to ensure that women's and girls' voices are heard;
6.7 Girls and boys are provided with role models of women in leadership positions. This is to be achieved through affirmative action strategies where appropriate;
7. Vocational Education and Post School Pathways
In many developing and developed countries‚ girls achieve higher levels of general education than boys‚ but their labour market participation does not reflect this trend. Women and girls continue to be under represented in technical and scientific areas and remain clustered in non-technical fields of work.
Given the constraints and unequal opportunities that women and girls face in the labour market‚ developing women's and girls' employability is important.
Girls and boys‚ women and men need to develop‚ through training‚ the attitudes and skills necessary to ensure mutual respect‚ cooperation and support in the work environment and to challenge inappropriate workplace cultures.
The AEU acknowledges that:
- Women's Vocational Education and Training (VET) qualifications are likely to be at a lower level than men's.
- Traineeship rates for women have increased significantly‚ however the rate of increase of men is more than twice that of women.
- The experience of women in training is still predominantly limited to occupational areas traditionally held by women.
- Young women are still less likely to be in structured training/employment than young men.
The AEU (Victorian Branch) recommends that:
7.1 Post-school pathways for all students be expanded beyond those governed by assumptions based on gender;
7.2 The history and implications of the gender division of paid and unpaid work that supports the current dichotomy of public and private life be examined through curriculum;
7.3 While encouraging girls/women and boys/men to consider new areas of employment‚ educators should not demean women's traditional areas of employment or underrate women's domestic and child rearing roles and experiences‚ but establish a context in which informed choices can be made;
7.4 Educators are familiar with the particular problems of women and girls‚ men and boys‚ in making career and family decisions‚ and of the problems which may be encountered by students of both sexes when choosing careers not traditionally undertaken by their sex;
7.5 Educational institutions develop from the earliest years of schooling skills necessary to undertake family and household management for all students;
7.6 Educational institutions develop curriculum directions that expand general and vocational pathways for girls and boys;
7.7 Career education counsellors are trained to understand the principles of gender equity and how inequities in outcomes can be overcome;
7.8 The potential for gender stereotyping or streaming (for girls and boys) is acknowledged and strategies to counteract this put in place;
7.9 The potential for stereotyping in work placements is acknowledged and strategies to counteract this put in place;
7.10 Those advising students and liasing with training providers and employers have expertise in gender equity and expertise beyond career counselling. At the local level‚ linkages between TAFE and school personnel‚ with expertise in the area of gender equity‚ are seen as a vital resource in overcoming gender stereotyping;
7.11 VET providers demonstrate recognition of gender equity considerations and a commitment to overcome traditional barriers to women's/girls' participation;
7.12 The collection of data about gender participation in VET programs is undertaken so that trends can be analysed within the workplace;
7.13 Articulated training initiatives are developed for women and girls that lead to vocational pathways and further study options;
7.14 The importance of the provision of pre-vocational and pre-apprenticeship training opportunities (through the public provider) is emphasized in assisting girls to gain access to non-traditional pathways.
8. TAFE
Participation in TAFE courses is highly sex segregated and positive strategies must be taken to overcome this.
The AEU (Victorian Branch) recommends that these positive strategies include:
- The establishment of the position of coordinator of women students and other affirmative action strategies in every TAFE Institute to support and encourage female students.
- The availability of adequate‚ flexible‚ free and culturally inclusive childcare on all campuses.
- Course pre-requisites that do not have the effect of excluding participation by women and girls.
- Steps to prevent and address sexual harassment of women students including the option of single sex classes where appropriate.
- Flexible time-tabling which takes into consideration the other commitments‚ particularly domestic commitments‚ of students.
- Alternative methods of fulfilling course requirements are offered to those students who are unable to meet standard face-to-face attendance requirements.
- The provision of safe and comfortable facilities for all women and girls.
- The consideration of cultural needs of indigenous students and students from other cultural backgrounds by the appointment of culturally inclusive counsellors on TAFE campuses.
- Development through training‚ the attitudes and skills necessary to ensure mutual respect‚ cooperation and support in work cultures between men‚ and between women and men.
9. Systems Responsibility
The majority of the education workforce is female yet women in leadership positions remain under-represented proportionately throughout all areas and levels of education.
This fact demonstrates that sustained and systemic direct and indirect discrimination still exists.
It is the responsibility of education systems to address this discrimination and to take positive actions to ensure equality of opportunity and outcomes.
It is the responsibility of education systems to acknowledge and value the diversity of the workforce and plan sound human resource practices and procedures that reflect the needs of the workforce.
It is the responsibility of education systems to acknowledge that women and girls are more likely to be subject to domestic violence and abuse and therefore be sensitive to women's psychological health and well-being.
The AEU (Victorian Branch) rejects arguments that the status of teaching would be higher if more men were employed. This devalues women educators. The emphasis should be on raising the status of women educators and not on replacing them with men. The AEU (Victorian Branch) believes that excellent teaching ability (not gender) should be the basis of teacher employment.
Gender equity principles and the equality of opportunity and outcomes must be an integral part of education and systems management.
The AEU believes that the persistent under-representation of women through promotional and decision-making structures is not only discriminatory‚ but also a gross under-utilisation of expertise and that the interconnection between age and gender is less favourable for women.
It is important for the system to celebrate‚ recognise and value the wisdom and experience of all women as well as supporting and encouraging their participation and professional development .
9.1 The AEU (Victorian Branch) recommends that:
9.1.1 Relevant government departments provide systems support to preschools‚ schools and TAFE Institutes to assist in the implementation of strategies to achieve equality of opportunity and outcomes (see policy point 2);
9.1.2 Systems support includes the establishment of girls and gender equity units‚ specialised staff and adequate resources‚ and the provision of training and development and may also include appropriate specialist units;
9.1.3 Systems work with union‚ youth and parent organisations to promote principles of gender equity and the achievement of equality of opportunity and outcomes;
9.1.4 Progress towards the achievement of gender equity and equality of opportunity is constantly monitored and evidence made publicly available.
9.2 The AEU (Victorian Branch) believes that systems policies and actions must reflect the demographics of the workforce and therefore standards for employees should include:
9.2.1 Promotion of flexible and family friendly work practices including part-time work‚ job-sharing‚ part-time promotion positions‚ carers and family leave and an acknowledgment of a range of family types and caring responsibilities;
9.2.2 A recognition that any flexible and family friendly work practices need to ensure that any person accessing these provisions is still assured of a career path (for example‚ eligible for special responsibilities‚ acting in higher positions and professional development options).
9.2.3 Permanent employment‚ either full time or part time‚ is to be the normal mode of employment for education workers in all sectors across the education workforce. It is unacceptable that many women education workers (especially in the Early Childhood and TAP sectors) only have access to limited working hours imposed on them via opening hours or casual/sessional employment.
9.2.4 An understanding that many young people start work with a sizeable HECS debt. This situation‚ coupled with insecure and/or inadequate hours of employment can mean that young women face a future where they cannot attain economic independence or obtain housing and other loans. This situation is exacerbated when young women consider work‚ career and family decisions.
9.2.5 Access to free‚ culturally inclusive‚ quality and accessible childcare;
9.2.6 Recognition that paid maternity leave is a necessity‚ not a luxury in an industry where the majority of the workforce is female;
9.2.7 Paid nursing breaks and appropriate facilities for breastfeeding;
9.2.8 Family and paternity leave to allow partners to become involved in the care of their young children;
9.2.9 Training and development for women returning from extended family/maternity leave.
9.2.10 Urgent action is taken to replace casual positions with permanent positions in all education sectors.
9.3 The AEU (Victorian Branch) recommends that
9.3.1 Education systems take affirmative steps to ensure that promotional positions are available and attractive to women including:
* Affirmative action plans and targets;
* Training and development opportunities provided at the employer's cost and during working hours;
* Adherence to merit selection processes and training of panel members in equity issues;
* The focus of promotional positions on educational leadership rather than financial and administrative leadership;
* Offering part-time and job-sharing opportunities at this level;
* Educating the education community about gender equity and the value of having women in leadership positions;
* Providing support for diversity in leadership styles;
* The regular monitoring and public release of statistics measuring this progress.
9.3.2 Preschools‚ schools and TAFE Institutes are encouraged and supported by the system in adhering to these principles;
9.3.3 Teacher training programs adhere to the above principles and student teachers are encouraged and supported to take on roles in areas where women are under-represented;
9.3.4 Recognition of the value of classroom teaching through a creation of career pathways for those who wish to remain in the classroom.
10. School Services Officers
Women make up the overwhelming majority of school services officers employed in the education sector.
The AEU (Victorian Branch) believes that people fulfilling these roles are critical to the effective delivery of education and other programs and assistance‚ and as such should be valued within the system.
The AEU (Victorian Branch) recommends that education systems take positive steps to ensure that the skills‚ experience and responsibilities of school services officers are adequately recognised and compensated including:
- The development of comprehensive career and pay structures which link with and are equally valued to those in the teaching career path.
- Access to training and development opportunities at the cost of the employer and during working hours and including recognition of appropriate prior learning.
- The provision of working conditions that reflect the needs of these workers.
- An improvement in job security.
- Equal access to decision-making processes at the workplace.
Equality of opportunity and outcomes for women within the Australian Education Union
The AEU‚ previously TTUV‚ VSTA‚ VTU‚ KTAV‚ has a long and proud history of women's activism and participation at all levels of union activity. The union has been at the forefront of social and educational changes that have benefited women and girls.
It should be recognised that the vast majority of members of the AEU are women and therefore the issues facing women members be part of the mainstream activities and priorities of the union.
In order to do this the culture of the union needs to reflect the following principles:
- An accurate understanding of members' needs and aspirations and a commitment to respond to these needs and aspirations;
- Recognition in its agendas‚ structures and processes that the majority of members are women;
- Provision of public leadership in professional‚ educational and social issues;
- A strong commitment to continuing community partnerships;
- Structures which involve and empower members in the workplace;
- Recognition of the commonality of education workers across all sectors in public education.
It should be recognised that women do participate actively in union activities but are not represented in proportion with their numbers in some forums.
Therefore the following strategies need to be implemented.
- The employment of a Women's Officer; with in-principle support for the AEU Women's Officer position becoming full-time when the AEU budget permits.
- Encouraging and supporting women's participation at all levels by continuing to provide resourced initiatives and events aimed at women members and potential members;
- The provision of reimbursement for childcare related expenses to enable participation by AEU members at specified meetings/functions authorised by Branch Council/Executive. Regions are encouraged to identify hindrances to full participation by people with parental responsibilities and to provide solutions to overcome these.
In addition‚ the AEU (Victorian Branch) will reflect its own commitment to the participation of women members throug
- The inclusion in AEU member education programs‚ the reason for and role of the Women's Officer‚ the Elimination of Sexism Committee and gender equity resources in workplaces.
- The provision of special training for women members;
- The implementation of "family friendly" work practices and decision-making structures;
- A recognition and fostering of a range of leadership styles.
- The aim of employment of women as a minimum of 50% professional officers within the context of merit selection.
- The commitment to employing personnel for all AEU Victorian Branch staff positions who have an understanding and knowledge of issues relating to equal employment opportunity.
20 November 2001
